"The Role of Teachers Feedback in Enhancing Students' Motivation in Selected

HUMSS Students at Infanta National High School. School Year 2024-2025"

INTRODUCTION

In education, and particularly in the lives of the pupils they instruct in the classroom, teachers
are indispensable. A teacher's capacity to instruct students and have a positive impact on them is
what makes them unique. In general, a teacher's job in education involves more than just
instruction. Teaching takes many forms in the modern world, and educators must fulfill the roles
of mentor, external parent, counselor, role model, and so forth. Beyond only putting themselves
in front of the class and giving instruction, teachers have other responsibilities. Many hours are
spent behind the scenes organizing and setting up classes as well as giving students extra help.
Additionally, kids may benefit from a good instructor. (Blane, 2021)

In order to help students learn even more, feedback is information provided to them regarding
how they performed in relation to the lesson's or activity's learning objectives. Feedback
typically fits into one of two types: formative or summative. After receiving comments, students
are given more chances to practice or turn in their work again, a process known as formative
feedback. Summative feedback is given to students at the conclusion of the learning process in
order to give them a general evaluation of their learning. An essential component of every
growth-oriented system is feedback. Educators obtain significant benefits from getting feedback
on their methods of instruction. Giving teachers feedback is not about criticizing them; rather, it's
about promoting professional growth, refining instructional strategies, and eventually raising
educational standards by providing feedback to educators. (Joseph,2023)

Clarifying the learning intentions (or goals) for the activities being undertaken and the success
criteria by which they will judge the degree of achievement to be achieved by learners is the first
step in the feedback-giving process. This makes it possible for the students to assess their
progress in terms of both task mastery and process mastery. It also allows students to have a clear
vision for their future. (Victoria State Government, 2022)

Ahmad, Thomas, and Rimesha Farooq (2021) emphasize how imperative feedback from
teachers is in enhancing student self-efficacy and performance. Quite on the contrary feedback
is expected to contain all constructive evaluative and remedial aspects. It is self-efficacy that acts
as a variable on which the mediating effect is directed. Within this feedback context, the research
focuses on undergraduate students, particularly in the higher education of Balochistan, Pakistan.
The findings illustrate that teacher feedback is indeed important in the learning process and goes
further to demonstrate that these types of feedback influence the academic performance of
students and enhance their self-efficacy.

Gou and Zhuo (2021) conducted a more recent study that investigated the variations in teacher
feedback along with the student learning motivation between male and female students based on
1,082 secondary school students in China. Findings indicated that male students were given
nondirective feedback but received more criticism. Providing scaffolding feedback and praise
helps to enhance motivation in both male and female students. The study proposes areas for
further investigation and offers recommendations for educators on how to foster motivation.

When students are highly motivated especially from within themselves they tend to do better
than their counterparts who are not motivated. In terms of (Balacuit and Inabangan, 2019)
students exhibiting intrinsic motivation tend to be more diligent in persisting aim to learn and
gain achievement as they are more adaptable and do not easily succumb to pressure when faced
with difficult challenges. It is equally observed from the works of Balacuit and Inabangan, 2019
that extrinsic motivation provides an advantage to students in performance with more success in
the context of Filipino learners owing to the fact that these learners have quite some level of
sophistication in their attitude given they understand that improving on their English writing
skills brings such benefits as earning praise, rewards, and all manner of recognition thereby
filling their sense of social belonging and boosting their employability aspirations in order to
make their families proud. However, students who want to get some external rewards have
additional problems, they develop motivation-enhancing problems like anxiety, boredom, and
hopelessness more to challenging situations.

One of the fundamental principles of accepting feedback is to cultivate a growth mindset,

which helps students develop resilience and persistence when faced with challenges or obstacles
in their education. When a teacher identifies an area for improvement, students may see it as an
opportunity to improve their skills rather than a reflection of their worth. Setbacks and mistakes
are a normal part of the learning process, and progress requires perseverance and persistence.
This mindset can help you bounce back from setbacks, learn from your mistakes, and keep
moving forward. When teachers share their evaluations and observations, actively listen to their
comments and take them to heart. Active listening means not only listening to what is being said
but also intentionally processing the information so that the idea can be applied later. To do this,
avoid being defensive or dismissive. Instead, think about the comments and their purpose below.
Analyze the areas your teacher has highlighted as needing improvement and identify specific
actions to address them. Reflecting on feedback allows you to maximize your learning potential.
When your teacher's comments seem vague, misdirected, overly critical, or vague, don't hesitate
to take advantage of them. Instead, reach out to your teacher to have a common level of
understanding about feedback. This will help you connect, focus your efforts effectively, and
align your knowledge with your teacher's expectations. Asking questions also shows your
commitment to your education and your desire to improve. And you don't have to put yourself in
danger to express your motivation. "If students feel intimidated by the face-to-face process, it's
also appropriate to ask clear and clarifying questions about email feedback," says Underwood.
Feedback is most valuable when it leads to tangible changes in performance. After digesting the
feedback, develop an action plan to implement the suggested improvements. Break down your
action plan into actionable steps and set specific goals. This allows you to clarify your doubts or
seek further advice, ensuring that you are on the right track. Check your progress regularly and
ask your teacher for further guidance if needed. Taking action and tracking your teacher's
progress shows respect for their expertise and recognition of their role as a mentor in your
educational journey. It also promotes a constructive learning environment in the classroom and
fosters a relationship based on trust and mutual understanding. By adopting a growth mindset,
actively listening and reflecting, seeking clarification where needed, focusing on strengths, and
taking action, you can use feedback as a powerful tool for academic and personal development.
(Moore, 2023)

The study highlights the essential role of teacher feedback in improving student motivation in
different classrooms. She emphasizes that teachers provide more than Just Instruction; provide
constructive Feedback that affirms student effort and Identifies areas for growth. Although
feedback plays a vital role in student Learning, It has long been seen by teachers as a difficult,
challenging, and tedious task (Carless & Winstone, 2020). The quality of Feedback was
perceived more positively by teachers than by students (Van der Ktelj, 2019). Research shows
that specific and timely feedback not only clarifies students' progress but also strengthens their
Intrinsic motivation, fostering a sense of ownership over their Learning. The study aims to
explain different types of feedback and their effects on motivation, finally looking for effective
Strategies for teachers to cultivate a supportive and motivating educational environment.

SOP
The study was conducted to determine the role of teachers' feedback in Enhancing Students'
Motivation in Selected HUMSS students at Infanta National High School.

The objective of the study is to identify the role of teachers' feedback in Enhancing Students'
Motivation in Selected HUMSS students at Infanta National High School. Specifically, it aims to
answer the following question :
1. What are the most effective type(s) of feedback that teachers provide to enhance the
motivation of Grade 12 HUMSS students at Infanta National High School?
2. How does teachers' feedback influence the Grade 12 HUMSS students' intrinsic motivation
and self-efficacy in academic performance?
3. How does teachers' feedback impact G12 HUMSS students' social motivation, such as peer
interaction and classroom engagement?
4. In what ways does the frequency and quality of teacher feedback contribute to a supportive
learning environment that fosters motivation for G12 HUMSS students?
5. What are the perceptions of Grade 12 HUMSS students at Infanta National High School
regarding the effectiveness of teachers' feedback in enhancing their motivation?

HYPOTHESES

Ho:
Teacher feedback has a significant positive impact on student motivation.
Teacher feedback has no significant impact on student motivation.

SIGNIFICANCE OF THE STUDY

This study on the role of teachers' feedback in enhancing student motivation in selected grade 12
HUMSS students at Infanta National High School is considered beneficial in many aspects.
Thus, this study is significant to the following:

Humanities and Social Sciences Students: This research provides valuable insights for
HUMSS students by demonstrating the direct link between teacher feedback and motivation.
Understanding this connection allows students to actively seek and use feedback to improve their
learning and achieve better academic results. Effective feedback can build their confidence in
their abilities, leading to increased engagement and a stronger sense of self-efficacy in their
studies. In addition, constructive feedback encourages students to reflect on their work, identify
areas for improvement, and develop critical thinking skills essential for success in HUMSS
courses.
Teachers: This research provides teachers with valuable tools to improve their teaching
practices. By understanding the impact of different feedback strategies on student motivation,
teachers can improve their approach to feedback, ensuring greater effectiveness. This research
also highlights the importance of personalized learning, encouraging teachers to tailor their
feedback to better meet each student's individual needs and responses. Constructive and
encouraging feedback promotes positive student-teacher relationships, creating a more conducive
learning environment.

School: This research can greatly benefit schools by highlighting the positive impact of effective
feedback on student motivation and engagement. A more motivated and engaged student body
contributes to a more positive learning environment. Increased student motivation results in
better academic performance, which can improve the school's overall reputation and academic
standing. Additionally, research findings can provide valuable data for school administrators to
make informed decisions about teacher training, resource allocation, and curriculum
development.

Future Researcher: This research serves as a valuable foundation for future research on the
role of feedback in different educational contexts, subjects, and student populations. The results
of this study can serve as a basis for developing innovative and effective feedback strategies to
further increase student motivation. This research contributes to increasing the understanding of
student motivation and response, enriching educational theory and practice.

DEFINITION OF TERMS

Enhancing- intensify, increase, or further improve the quality, value, or extent

Feedback- information about reactions to a product, a person's performance of a task, etc. which
is used as a basis for improvement
HUMSS – Humanities and Social Sciences is an academic strand in senior high school that aims
to equip students with a broad understanding and skills in the fields of arts, literature, history,
philosophy, sociology, psychology, and other disciplines within the humss.
INHS- stands for Infanta National High School
Motivation- An explanation or statement of reasons given in support of a proposition, decision
Role- the function assumed or part played by a person or thing in a particular situation

CONCEPTUAL FRAMEWORK

The diagram drawn above is a well-thought-out presentation about the role of

the teachers in the motivational enhancement of the students. In this case, the
effects of the teachers are viewed as a complex component of multidimensional
nature, which suggests that the impact of a teacher relates not only to the
learning process. The framework specifies four such dimensions for the
teachers’ influence on the student motivation: personal, mental, social, and
environmental. These are the separate aspects of a student’s life that a teacher
can work on to increase motivation.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

LOCAL STUDIES

According to San Jose Community College (2023), feedback and evaluation are also essential aspects
in which teaching and learning transcend. It allows the students to appreciate the depth of their pre-
existing knowledge as well as the gaps that require bridging. Chronometric evaluation is subjective and
includes among other things class discussions, observations and self or peer assessment of a student so
that it can be said to have various forms. Nevertheless, it is mostly useful to learners such as the capacity
to offer assessment quickly so as to know what needs to be improved easily. Summative evaluation seeks
to assess the student’s entire learning but is primarily used by teachers to establish how a student’s
learning or performance relates to a given topic or course. These methods are beneficial to provide a
comprehensive picture of a student’s achievement and equally offer the students adequate feedback and
guidance.

According to Santos’ (2019) early work, intrinsic motivation is essential in the learning process and also
encourages students to work on their academic performance. Intrinsic motivation, it is clear, is not the
motivation that compels an individual to seek an external reward for every task undertaken. It is rather
about the pleasure derived in undertaking the activity since it is self-rewarding and can serve the need for
self-fulfillment and is motivating in itself.

According to Delo Santos and Dayan work, (2022) extrinsic and intrinsic motivations existed among
students when writing. Nevertheless, it is the understanding that writing is a tool for achieving career and
educational goals that has the most motivating impact on the students. Furthermore, students’ competence
affects the preferred modes of feedback among students and teachers. Correction and critique of work by
peers is not encouraged in classes because students depend on teachers to provide all the attributes of
writing as the students believe that the teachers are the experts in writing and the students are not
confident enough in their writing and making changes, and thus still require their teacher’s help. On the
other hand, Instructors consider that offering feedback is part of their duty responsibilities since the
students are not yet at a level where feedback can be provided with minimal guidance or assistance,
corrections or help from them.

Deliza Marbibi et, al. (2022), noted the importance of teachers’ feedback particularly positive feedback in
providing students with a motivation to learn in the post pandemic period. On the contrary, when the
feedback is negative or none exists at all, the students get demotivated and tend to motivate themselves
instead. Therefore, such results imply that the extent to which students are motivated to learn is closely
related to the feedback provided by the teachers, which is also of high or low quality. According to this
theory, the teacher and the institution must find appropriate methods to boost the ability of the teacher in
using feedback mechanisms since it improves the academic performance if the students and encourage
them to learn.

There are a multitude of challenges that teachers dealing with writing subjects encounter, one of which is
students’ motivation. Paurillo (2019) conducted a study where she noted that most senior high school
students, as well as others in their respective grades, displayed boredom, passivity, and lack of interest in
a writing class. Writing activities made students anxious and unassured as they did not have any
confidence in their writing skills. The unwillingness of Filipino students to write in English is also evident
in the poor writing skills of these students. He indicated that the help of a teacher plays a significant role
in the attitude of a student towards learning a language and acquiring the skills of that language. Such
factors are relevant in the sense that students do not have the option to select preferred focus and method
of feedback external to what is often the purview of the instructor. Which in turn results to the tendency of
the teachers to provide feedback without taking into account the students’ given preference on the way to
give information about their performance.

FOREIGN STUDIES

Zaccone and Pedrini (2019), note that in this regard, the study found that the self-motivation of students
enhances their effective drive towards learning, while self-ups motivation is rather impossible and
ineffective because students face some difficulties in learning effectively. Intrinsic motivation fuels
students’ quest for knowledge more than extrinsic motivation because students are achievement-oriented
and thus capable of competition

A study conducted by Faulconer et al. (2021) establishes that providing quality feedback is crucial for
the success of a student. However, it proposes that the type of feedback does not alter the students’
attitudes and self-regulatory behavior. Yet, students who were provided with withhold-performance input
and its merits outperformed those who received only the performance gap feedback; the feedback is
perceived as central to the teaching and learning activities. All input is tailored to the high standard of
being specific, timeliness, and constructive.
 The University of New South Wales (2023) argues well that giving assessment feedback is very essential
in students learning as it directs how and what areas of improvement is required and inspires the students;
learning feedback is important to students only when it is provided in a prose that is balanced, prompt and
purposeful. It will make the students engage with the academic content at a level where they will evaluate
whether it is necessary for them to enhance their academic performance or not. Such feedback cannot be
presented depending on the completion most if not all, courses, but it would be more beneficial to the
student’s progress when it is applied within the teaching learning activities. This process also means that
students can be expected to lean more towards being dependent on the work rather than assistive feedback
since there may be no clarity to what form of feedback they are likely to receive; it can be positive or
negative.
Also, feedback while delivering lectures is more effective in spotting as well as correcting the typical
aspects of students’ performance in order to encourage them. Furthermore, in the incorporation of ICT in
addressing the issue of feedback, it is possible to use aspects such as voice email which is an interactive
system that enables the lecturer to send feedback to the students verbal comments while some of their
assignments are being assessed. There are features such as Moodle and Turnitin which can be used to
facilitate the process of providing students with evaluative feedback that is aimed at improving their
performance. There are a number of features within Moodle such as the voice board and voice
presentation, which enable students to speak and present themselves to the teachers at a time and place
convenient for them to do an assessment and to get a response, which enables teach- er to provide quick
feedback.

According to Ahmed et al. (2021), one important variable that should be catered for in teaching is the
feedback from the teachers Turney and O’Brien (2018). Such feedback motivates learners to achieve
higher levels of academic performance, whereas filling in lags with constructive and evaluative feedback
fills up gaps in self-efficacy and hard work. Thus, teachers' constructive feedback assists in boosting
students' academic performance.

Zaccone and Pedrini (2019) confirms this fact: It was determined that intrinsic motivation assists the
students in the academic process, therefore they strive to study well, while extrinsic motivation has a
destructive influence on the students’ academic process as the students are faced with difficulties in
wishing to learn. Gains in knowledge for students who are intrinsically motivated far exceed the gains for
students with extrinsic motivation because students are innately capable of pursuing the goal very
diligently and competitively in achieving their goals.
SYNTHESIS

The importance of teacher feedback in increasing student motivation, as reported in the studies, is
reiterated. There are both national and international researches that discuss the feedback’s
multidimensional nature where how it affects the students’ academics is not the only focus but also how
they are motivated, their self-efficacy, socialization, and the general atmosphere towards learning.
Likewise, both national and international studies have reported that feedback is expected in different
domains of student motivation, including internal motivation, self-efficacy, social interaction, and
learning setting. In every scenario, provision of quality feedback, which is detailed, focused on the time
frame, and is inclusive of recommendations has always been highlighted as an important aspect of
motivating students. Research reveals that providing feedback can stimulate intrinsic motivation through
competence, control, and through the pleasure derived from engaging in a task. Effective feedback may
enhance students’ self-efficacy by setting proper standards, highlighting their strong points, and teaching
them how to correct weaknesses. These factors affect social motivation, as feedback can create a friendly
environment, provoke interaction among the students, and encourage positive behaviors among peers.
However, both local and foreign literature review do show the significance of feedback, in local studies
however, they are more interested in the differentiated types of feedback (e.g. general vs specific,
encouraging vs corrective) while in the case of foreign studies they show concern regarding the types of
feedback that are used in the study but rather they emphasize on the quality of feedback that is provided.
Local studies are more focused on the concept of intrinsic motivation whereas on the other hand foreign
research presents both types of motivations and even claims that extrinsic factors are important. In
various Local studies, feedback tends to be investigated from both teachers and students’ point of views.
Foreign studies on the other hand, seem to focus more on the effect of feedback to student learning and
motivation. On the contrary, the body of literature reviewed indicates that feedback from the teacher
serves as an effective strategy to promote the students’ willingness to learn. Constructive feedback should
be specific to a student provided, should be useful and positive, and should create a conducive
environment for learning. Teacher feedback is a powerful tool for raising student motivation, as this
research overview makes clear. Good feedback should be tailored to the needs of each individual student,
provide concise, useful guidance, and foster a supportive learning environment.